Can teachers accurately predict student performance?

被引：47

作者：

Thiede, Keith W. ^{[1
]}

Brendefur, Jonathan L. ^{[1
]}

Osguthorpe, Richard D. ^{[1
]}

Carney, Michele B. ^{[1
]}

Bremner, Amanda ^{[1
]}

Strother, Sam ^{[1
]}

Oswalt, Steven ^{[1
]}

Snow, Jennifer L. ^{[1
]}

Sutton, John ^{[2
]}

Jesse, Dan ^{[2
]}

机构：

[1] Boise State Univ, Boise, ID 83725 USA

[2] RMC Res Corp, Portsmouth, NH USA

来源：

TEACHING AND TEACHER EDUCATION | 2015年 / 49卷

关键词：

Teacher judgment; Judgment accuracy; Mathematics achievement; METACOMPREHENSION ACCURACY; ACADEMIC-ACHIEVEMENT; JUDGMENTS; KNOWLEDGE; PERCEPTIONS; ABILITIES; FLUENCY;

D O I：

10.1016/j.tate.2015.01.012

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

In two studies, we examined the effect of professional development to improve mathematics instruction on the accuracy of teachers' monitoring of student learning. Study 1 was conducted with 36 teachers participating in three years of professional development. Judgment accuracy was influenced by the fidelity with which what was learned in the professional development. Study 2 was conducted with 64 teachers from 8 schools, which were randomly assigned to receive professional development or serve as a control. Judgment accuracy was greater for teachers receiving professional development than for teachers who did not and teachers were better to predict students' computational skills. (C) 2015 Elsevier Ltd. All rights reserved.

引用

页码：36 / 44

页数：9

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